Unit 5
All Operations
4th Grade
5E Lesson Plan Math
Grade Level: 4
Lesson Title: All Operations
Subject Area: Math
Unit Number: 5
Lesson Length: 14 Days
Lesson Overview:
This unit bundles student expectations that address input-output tables, sequences,
expenses, and solving one-, two-, or multistep problems using all four operations.
According to the Texas Education Agency, mathematical process standards including
application, a problem-solving model, tools and techniques, communication,
representations, relationships, and justifications should be integrated (when applicable)
with content knowledge and skills so that students are prepared to use mathematics in
everyday life, society, and the workplace.
During this unit, students apply previously learned concepts to solve one-, two-, or multistep problems involving addition and subtraction of whole numbers and decimals to the
hundredths place, multiplication of whole numbers up to two-digit factors and up to fourdigit factors by one-digit factors, and division of whole numbers up to four-digit
dividends by one-digit divisors with remainders in appropriate contexts. Students
examine financial literacy situations that involve calculating a profit and learn to
distinguish between fixed and variable expenses. Representations of these real-life
situations that continue to be utilized include strip diagrams and equations with a letter
standing for the unknown quantity. This unit further requires students to represent
problems using an input-output table and numerical expressions to generate a number
pattern that follows a given rule. These identified rules incorporate an algebraic
understanding of the relationship of the values in the resulting sequence and their
position in the sequence.
Unit Objectives:
Students will…
 apply previously learned concepts to solve one-, two-, or multi-step problems
involving addition and subtraction of whole numbers and decimals to the
hundredths place, multiplication of whole numbers up to two-digit factors and up
to four-digit factors by one-digit factors, and division of whole numbers up to fourdigit dividends by one-digit divisors with remainders in appropriate contexts
 examine financial literacy situations that involve calculating a profit and learn to
distinguish between fixed and variable expenses
 represent real-life situations that continue to be utilized include strip diagrams
and equations with a letter standing for the unknown quantity
 represent problems using an input-output table and numerical expressions to
generate a number pattern that follows a given rule
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Unit 5
All Operations
4th Grade
Standards addressed:
TEKS:
(4.1A) Apply mathematics to problems arising in everyday life, society, and the
workplace.
(4.1B) Use a problem-solving model that incorporates analyzing given
information, formulating a plan or strategy, determining a solution, justifying the
solution, and evaluating the problem-solving process and the reasonableness of
the solution.
(4.1C) Select tools, including real objects, manipulatives, paper and pencil, and
technology as appropriate, and techniques, including mental math, estimation,
and number sense as appropriate, to solve problems.
(4.1D) Communicate mathematical ideas, reasoning, and their implications using
multiple representations, including symbols, diagrams, graphs, and language as
appropriate.
(4.1E) Create and use representations to organize, record, and communicate
mathematical ideas.
(4.1F) Analyze mathematical relationships to connect and communicate
mathematical ideas.
(4.1G) Display, explain, and justify mathematical ideas and arguments using
precise mathematical language in written or oral communication.
(4.4A) Add and subtract whole numbers and decimals to the hundredths place
using the standard algorithm.
(4.4H) Solve with fluency one- and two-step problems involving multiplication and
division, including interpreting remainders.
(4.5A) Represent multi-step problems involving the four operations with whole
numbers using strip diagrams and equations with a letter standing for the
unknown quantity.
(4.5B) Represent problems using an input-output table and numerical
expressions to generate a number pattern that follows a given rule representing
the relationship of the values in the resulting sequence and their position in the
sequence.
(4.10A) Distinguish between fixed and variable expenses.
(4.10B) Calculate profit in a given situation.
ELPS:
ELPS.c.1A use prior knowledge and experiences to understand meanings in
English
ELPS.c.2A distinguish sounds and intonation patterns of English with increasing
ease
ELPS.c.3A practice producing sounds of newly acquired vocabulary such as long
and short vowels, silent letters, and consonant clusters to pronounce English
words in a manner that is increasingly comprehensible
ELPS.c.3B expand and internalize initial English vocabulary by learning and
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Unit 5
All Operations
4th Grade
using high-frequency English words necessary for identifying and describing
people, places, and objects, by retelling simple stories and basic information
represented or supported by pictures, and by learning and using routine
language needed for classroom communication
ELPS.c.4A learn relationships between sounds and letters of the English
language and decode (sound out) words using a combination of skills such as
recognizing sound-letter relationships and identifying cognates, affixes, roots,
and base words
ELPS.c.4K demonstrate English comprehension and expand reading skills by
employing analytical skills such as evaluating written information and performing
critical analyses commensurate with content area and grade-level needs.
ELPS.c.5A learn relationships between sounds and letters of the English
language to represent sounds when writing in English
Misconceptions:
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Some students may misunderstand the distinction between fixed and variable
expenses.
Some students may attempt to solve multistep problems by using only a one-step
process.
Some students may apply a rule for an additive numerical pattern to a
multiplicative pattern.
Some students may misinterpret values in an input-output table by comparing
input values to other input values, or by comparing output values to other output
values, rather than interpreting the relationship between input values and
corresponding output values.
Vocabulary:
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Additive numerical pattern – a pattern that occurs when a constant non-zero
value is added to an input value to determine the output value
Counting (natural) numbers – the set of positive numbers that begins at one and
increases by increments of one each time {1, 2, 3, ..., n}
Decimal number – a number in the base-10 place value system used to
represent a quantity that may include part of a whole and is recorded with a
decimal point separating the whole from the part
Dividend – the number that is being divided
Divisor– the number the dividend is being divided by
Equation – a mathematical statement composed of algebraic and/or numeric
expressions set equal to each other
Expense – payment for goods and services
Expression – a mathematical phrase, with no equal sign, that may contain a
number(s), an unknown(s), and/or an operator(s)
Factor– a number multiplied by another number to find a product
Fixed expenses – expenses that occur regularly and do not vary month to month
Fluency – efficient application of procedures with accuracy
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Unit 5
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All Operations
4th Grade
Income – money earned or received
Input – position in the sequence
Input-output table – a table which represents how the application of a rule on a
value, input, results in a different value, output
Multiplicative numerical pattern – a pattern that occurs when a constant non-zero
value is multiplied by an input value to determine the output value
Output – value in the sequence
Product– the total when two or more factors are multiplied
Profit – money that is made in a business after all the costs and expenses are
paid
Quotient– the size or measure of each group or the number of groups when the
dividend is divided by the divisor
Sequence – an ordered list of numbers, usually set apart by commas, such as {2,
4, 6, 8, 10, 12, …}
Strip diagram – a linear model used to illustrate number relationships
Trailing zeros – a sequence of zeros in the decimal part of a number that follow
the last non-zero digit, and whether recorded or deleted, does not change the
value of the number
Variable expenses – expenses that occur regularly but vary month to month and
can usually be controlled by an individual
Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n}
List of Materials:
Math journal
Handout: It Takes More Than More
Plain paper
Construction paper
Handout: Solving Multi-Step Problems Involving Division
Receipt Tape (adding machine tape)
Markers or Pencils
Colored Map Pencils
Crayons
Pencils/Paper
Handout: Input/ Output Tables
Book: Jack and the Beanstalk- If book is not available YouTube
Read-aloud Link- http://www.youtube.com/watch?v=7gkFLEl-ibw
Handout: Jack and the Beanstalk
Chart paper
Pictures of Producers
Real bills and coins
Chart paper
Handout: 4.1-1
Red and green crayons or map colors
Handout: 4.1-2
Handout: 4.1-3
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Unit 5
All Operations
4th Grade
INSTRUCTIONAL SEQUENCE
Phase: Engage/Explore
Materials:
Day 1
Activity:
Math Journals
Handout: It Takes More Than More
Multi-step problems involving whole
numbers.
What’s the teacher doing?
What are the students doing?
Display the following problem for the class
to see:
Working out problem with the class.
Jackie went to the store to buy some new
clothes. Jackie bought 2 shirts that cost $7
each and a pair of pants that cost $18. She
paid the store clerk with two twenty dollar
bills. Find the solution to c, how much
change she received from the store clerk.
Explain to students that using the letter c is
a variable. The variable just stands for the
unknown answer. So instead of just saying
the answer is blank amount, their answer
will be in the format of c=blank amount.
Have the students try to solve the problem
in their math journals.
Allow 5-10 minutes for students to
complete the problem.
Ask:
What is this problem asking me? (How
much change did she receive?)
Direct students to put brackets around the
question so that it stands out.
Ask: What information is crucial in
helping us solve this problem? (2 shirts
that cost $7 EACH, pants cost $18, and
she paid with 2 twenties.)
Instruct the students to highlight or circle
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Unit 5
All Operations
the important information.
Ask: Now that we know all of the
information that we need to solve this
problem, what is the first step we need
to take to solve this problem? (We need
to find out how much money Jackie spent.)
Call on a few volunteers to explain how
they solved the problem. Walk the students
through solving the problem.
Place students in pairs. Have the students
create their own word problem that must
involve a variable and must be multi-step.
Allow 15 minutes for student pairs to
complete this process. Monitor to check for
understanding.
Once the students have completed this
task, have them switch papers with another
pair and try to solve the problem. Allow
time for students to try to solve the
problem. Then have the student pairs to get
with each other to check their answers and
describe their thought processes.
Call on volunteers to share their problems
with the class.
Distribute handout: It Takes More Than
One to students to complete as individual
practice.
Phase: Explore/Explain
Day 2
Activity:
Materials:
Plain paper
Construction paper
Pencils
Multi-step problems involving decimal
numbers.
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4th Grade
Unit 5
All Operations
What’s the teacher doing?
What are the students doing?
Creating pocket book.
Begin by having the students create a
pocket book either using plain paper or
construction paper. Have the students cut
the paper in half “hot dog” style. Then have
them place the 2 pieces of paper together
and fold them in half.
*The teacher needs to model the making of
the flip book with the class as they create
theirs.
On the cover of their book have the
students write the following problem
situation:
Trent is 4.9 feet tall. Ethan is 0.26 feet taller
than Trent. What is h the total height of the
boys?
Have the students flip open the cover, and
on the 1st page write step 1.
Ask the students: What is the first step
that we must do to solve this problem?
(First we have to find out how tall Ethan is).
Ask:
How do we find out how tall Ethan is?
(We know that he is 0.26 feet taller than
Trent, and we know that Trent is 4.9 feet
tall so we have to add 4.9+0.26).
Now have the students write and solve the
equation 4.9+0.26=5.16 under step 1 and
turn the page of their flip book.
What is the next step that we must take
to solve for h?
(Next, we have to add Ethan’s height of
5.16 feet to Trent’s height of 4.9 feet).
Have the students write on the next page of
their flip book… Step 2: h= 4.9 + 5.16.
Below this they need to solve using the
standard algorithm 4.9 + 5.16= 10.06
therefore h= 10.06.
Have the students glue their flip book into
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4th Grade
Unit 5
All Operations
4th Grade
their math journals to use as a future
reference tool.
Display the following example (do not
display the sample standard algorithm
portion) and allow time for students to solve
independently while observing to check for
understanding. Help students who are
struggling with solving the problem.
After allowing students time to solve the
problem individually, have them
share/compare with a partner their answers
emphasizing HOW they solved the
problem.
Provide a few minutes for pairs to compare.
Model for the students the sample
algorithm for solving this problem situation.
Phase: Elaborate
Materials:
Handout: Solving Multi-Step Problems
Involving Division
Day 3
Activity:
Solving multi-step problem with
multiplication and division.
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Unit 5
4th Grade
All Operations
What’s the teacher doing?
What are the students doing?
Place students in pairs. Distribute handout:
Solving Multi-Step Problems Involving
Division to each student. Instruct student
pairs to read each question, discuss and
agree on a problem-solving plan, estimate
a solution, carry out the problem-solving
plan while recording the solution process,
and then evaluate the solution for
reasonableness. Allow time for students to
complete the activity. Monitor and assess
student pairs to check for understanding
and verify that all steps necessary to solve
the problem are identified. Facilitate a class
discussion to debrief student solutions and
the problem-solving strategies used to
solve each problem.
Ask:
What problem-solving plan did you
develop for this problem? Answers may
vary.
Why does it help to estimate your
solution before you calculate the actual
answer? Answers may vary. If I estimate
before I calculate the actual solution, I am
able to determine an approximate solution
for the problem; etc.
How do you know if your solution is
reasonable? Answers may vary. I know
my solution is reasonable if it makes sense
within the problem situation; if my solution
is close to my estimated solution; etc.
Working in pairs to complete the handout.
Phase: Explore/Explain
Day 4
Materials:
Receipt Tape
Markers or
Pencils
Activity:
Solving problems using a strip diagram.
What is the teacher doing?
What are the
students
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Unit 5
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Model creating a strip diagram to show the following multi-step problem
situation.
Instruct students how to create the strip diagram as you work out the
following problem together as a whole class. In this problem, the
teacher will be modeling how to solve using strip diagrams while the
students are observing.
Instruct students that they must create the strip diagram, equation
representing the problem using a variable for the unknown, as well as,
the solution for the problem including the variable for the unknown.
4th Grade
doing?
Listening as
the teacher
explains.
Creating an
individual
strip diagram,
but together
as a whole
class.
Distribute strips of paper to each student in the class. As a class, have
each student create a strip diagram for the following situation, modeling
exactly how to create the strip diagram. In this problem the whole is the
unknown.
We know that Sarah can make 8 quilts out of 56 yards of material.
How can we find out how many quilts she can make out of 105
yards? (First, we have to find out how many yards it takes to make one
quilt).
How do we find out how many yards it takes to make one quilt?
(We must take 56 and divide it by 8).
What is 56 divided by 8? (7)
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Unit 5
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Now that we know that it takes 7 yards to make 8 quilts, how do we
find out how many quilts how can we determine how many quilts
can be made with 105 yards? (105 divided by 7 which is 15).
Place students in pairs. Distribute a strip to each pair or each student
and have students work together to complete their strip diagram for the
following situation where the difference is the unknown.
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4th Grade
Unit 5
All Operations
4th Grade
Working with
a partner to
create a strip
diagram for
the multi-step
problem
situation.
Allow time for pairs to complete the activity. Monitor for understanding.
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Unit 5
All Operations
Phase: Explain/Explore
Day 5
4th Grade
Materials:
Activity: Interpreting data in related tables (input/output tables).
Plain paper: 4
sheets per
student.
What is the teacher doing?
What are the
students
doing?
Distribute a sheet of paper to each student.
Display a sheet of paper. Demonstrate folding the paper in half and
then folding the folded paper in half again. Instruct students to replicate
the process with their sheet of paper.
Completing
the
input/output
tables.
FOLD
Instruct students to unfold the paper and trace the first and last fold to
create 3 sections.
Instruct students to label the first column “Number of Cars,” the middle
column “Process,” or “Rule” and the last column “Number of Tires.”
Allow time for students to complete the activity.
Number of
Cars
PROCESS
Number of
Tires
Demonstrate recording the following numbers on the displayed table.
Instruct students to record the numbers on their table. Allow time for
students to complete the activity.
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Unit 5
Number of
Cars
All Operations
PROCESS
Number of
Tires
1
4
2
8
5
20
8
32
10
?
Instruct students to examine the table and record (in the process
column) the process used to determine the number of tires.
How do we get from 1 to 4? (We can take 1 and add 3 to it)
Okay, now let’s check to see if this rule or process is true for each
item. Does 2 +3= 8? (no)
That cannot be our rule. The rule has to be true for all of the
numbers in the left column. How else can we get from 1 to 4? (1
times 4).
Check and see, does this work for all of them? (Yes)
So, using this same rule, how many tires would be on 10 cars?
(40)
Allow time for students to complete the activity. Monitor and assess
students to check for understanding.
Instruct students to fold the table to hide the process column.
Column Edge to
Column Edge
Fold Middle
Behind
Place students in pairs. Instruct student pairs to exchange the folded
table, see if their partner described the same process, and discuss the
similarities and differences between the processes recorded. Allow time
for students to complete the activity. Monitor and assess students to
check for understanding. Facilitate a class discussion about the
problem-solving strategies used to solve the problem. Explain to
students that the first column is the input column, the middle column is
the rule or process, and the last column is the output column. This is
why we call these input/output tables.
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4th Grade
Unit 5
4th Grade
All Operations
Display the following tables for the class to see.
Number of
Days
Money
Earned
Week
1
7
2
12
3
21
5
30
5
35
7
42
12
84
12
?
23
?
18
108
Number of
Packages
Number of
Beads
PROCESS
PROCESS
4
36
17
153
?
207
32
736
76
1,748
PROCESS
Plant
Height
Distribute 3 more sheets of paper to each student. Instruct students to
create a foldable table for each of the displayed tables and repeat the
activity of exchanging tables with their partner and discussing the
similarities and differences between the processes recorded. Allow time
for students to complete the activity. Monitor and assess student pairs
to check for understanding. Facilitate a class discussion to debrief
student solutions and the problem-solving strategies used to solve
each problem.
Phase: Elaborate
Day 6
Activity:
Find missing information using an input/output table.
What is the teacher doing?
Display the following problem for the students to see: DO NOT
INCLUDE THE INPUT OUTPUT TABLES that is for teacher
resource only. Students need to only see the word problem, as they
need to create the input/output table themselves.
15
Materials:
Handout:
Input/ Output
Tables
What are the
students
doing?
Unit 5
All Operations
4th Grade
Instruct students to work in groups of 2-4 to create an input/output table
for the above situation. Monitor groups for understanding.
Allow time for students to complete the activity.
Create a blank input/output table on the
smartboard/whiteboard/chalkboard. Have student volunteers come to
the board to help complete the table for the doggy daycare, sharing
how they reached that solution.
Have students’ complete Input/ Output Tables handout as
independence practice.
Phase: Evaluate
Day 7
Activity: Performance Assessment
What is the teacher doing?
Give instructions on how to complete the performance assessment.
Mathematics Grade 4 Unit 05 PA 01
Analyze the problem situation(s) described below. Organize and record
your work for each of the following tasks. Using precise mathematical
language, justify and explain each solution process.
16
Materials:
Performance
Assessment
What are the
students
doing?
Taking the
performance
assessment.
Unit 5
All Operations
4th Grade
1) Callie is making cupcakes for the school bake sale. She packs them
into boxes and finds that two boxes will hold 12 cupcakes, three boxes
will hold 18 cupcakes, eight boxes will hold 48 cupcakes, and five
boxes will hold 30 cupcakes.
a) Represent the situation using an input-output table and a numerical
expression that could be used to find the number of cupcakes that will
fill b boxes.
b) Describe the relationship between the input-output table and the
expression you wrote.
c) Use the rule represented by the expression from the problem
situation to find b, the number of boxes needed to package 72
cupcakes.
d) Use the rule represented by the expression from the problem
situation to generate the first 10 terms in a sequence that represents
the relationship between the input and output values from your inputoutput table.
2) Callie decorates her cupcakes using miniature chocolate chips. She
notices that for every 6 cupcakes she decorates she uses 60 miniature
chocolate chips. Her mom bought several packages of miniature
chocolate chips for her project. So Callie decides that every time she
finishes decorating 6 cupcakes, she will treat herself to a dozen
miniature chocolate chips.
a) Use strip diagrams and equations to represent the total number of
miniature chocolate chips Callie will have used (including the ones she
has eaten) after she has decorated 78 cupcakes.
b) One serving of miniature chocolate chips is 10 chips. If one package
of miniature chocolate chips contains 48 servings, determine if Callie is
now using her first, second, or third bag of miniature chocolate chips for
the 78 cupcakes.
c) Determine how many more cupcakes Callie can decorate with the
miniature chocolate chips remaining in the bag she is using after
decorating 78 cupcakes.
Materials:
Book-Jack
Phase: Engage
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Unit 5
All Operations
Day 8
Activity: Recognize how money can be used for spending or
saving.
What is the teacher doing?
Read the story of Jack and the Beanstalk.
Ask students what form of exchange they use when purchasing
items. (Money, allowance).
Tell them that fairy tales have always been used to give lessons about
life. The story of Jack and the Bean Stalk is a good lesson about the
importance of knowing about money and banks. Tell students that the
story of Jack asks the question, "What is money?"
Explain that in order for something to be accepted as money it must
perform three functions. It must be:
1. A Medium of Exchange
2. A Unit of Account
3. Store of Value
What is meant by these three functions? (Answers may vary).
First, for money to be a medium of exchange everyone has to accept
that "it" is money. A gold coin is money because everyone will take it
in trade for goods and services. In some ancient cultures, shells were
used as money.
Do you think video games are money? (Can you pay for your
lunch with video games?) (no)
Next, money must be a unit of account. This means that it can be
broken up into parts and those other goods can be priced terms of
money. That is why we have, pennies, dimes, quarters and dollars. If
money is not a unit of account then it becomes hard to trade fairly. For
instance, how many video games equal a cow? Money allows a shop
to price its goods, so you pay $.65 for a quart of milk and $2.00 for a
dozen donuts. You can also check in other stores to see what prices
they charge and then buy at the store with the best price. Finally,
money must be a store of value. If we are to hold money, we must
know that it will be worth something tomorrow.
Apples are another good that does not make good money. If you hold
onto an apple for two years would anyone want it? This is why most
money is made out of metal or paper.
Tell students that a bank has a number of functions as well. One
is to protect your money from being robbed. The first banks were
18
4th Grade
and the
Beanstalk- if
book not
available
YouTube
Read-aloud
Linkhttp://www.yo
utube.com/wa
tch?v=7gkFL
El-ibw
Handout:
Jack and the
Beanstalk
What are the
students
doing?
Engaged in
the story and
answering
questions.
Unit 5
All Operations
4th Grade
operated by blacksmiths and goldsmiths. Ask why do you think
that they made good bankers? (Since they were usually the
strongest person in a village, they would hide the money under their
anvils (heavy iron block) so no one could steal the money or gold.)
A second function is to lend money to others and receive interest in
return. Banks make lending and borrowing money easier, just like
money makes trading easier. The bank works as a clearinghouse.
Those who want to lend money but deposits into their saving
accounts, while those who want to borrow go to the bank and take out
loans. The bank then makes sure that the loans are paid back and
that everyone pays the right amount of interest.
Have students complete the Jack and the Beanstalk handout as
individual practice.
Phase: Engage
Day 9
Activity:
Goods and Services
Materials:
Chart
Pictures of
Producers
What is the teacher doing?
What are the
students
doing?
Explain to students that people buy, use, and exchange goods and
services. A good is a physical item that can be bought, touched, and
used. A service is the action done for people who pay for the service.
Create cards or a chart with the following words. With each word have
students name it as a GOOD or SERVICE.
1. Flowers (GOOD)
2. Paint (GOOD)
3. Baker making cookies (SERVICE)
4. Car (GOOD)
5. Doctor giving a shot (SERVICE)
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Participating
in creating the
chart.
Unit 5
All Operations
Producers and Resources
Show pictures of the following PRODUCERS or give the names of the
producer to students.
Have students act out the producer without using words.
The class will guess Who is the producer? And what service or good
are they producing?
Show the Producers and Resources data table or write this chart on the
board. Fill out the producer and consumer columns as the class
guesses whom the producer is and fills out the good or service they
provide.
Producer
Gardener
Good or Service
(Possible Answers)
Cuts grass, plants
trees, plants flowers
and plants (service)
Painter
Paints buildings
(service)
Baker
Makes baked goods
(goods)
Taxi, Bus, Truck
Driver
Transports people
and goods to a
destination (service)
Doctor
Makes sure people
are healthy
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Resources
(Possible Answers)
Soil, waternatural/goods
Team of gardenershuman/service
Shovel, rake, lawn
mowercapital/goods
Water- natural/good
Painting assistantshuman/services
Paint, paint brush,
ladder- capital/goods
Water, oil flour,
sugar- natural goods
Baking assistantshuman/service
Oven, mixer, bowlcapital goods
Gasolinenatural/good
Drivershuman/services
Car, truck, buscapital goods
Water, cotton ballsnatural/good
Doctor, nurse,
physician assistanthuman service
Gurney,
4th Grade
Unit 5
All Operations
4th Grade
stethoscope,
scalpel- capital
goods
Explain that people use resources to produce a good or service. There
are natural resources which are not manmade, human resources,
which are the service providers, and capital resources which are the
tools used to produce a good or service.
Have students brainstorm resources each producer uses and have
students determine if each resource is a natural, human, or capital
resource and whether it is a good or service. Write their answers in the
resources column.
Explain to students that people who want particular goods and services
and are willing to exchange money with the people producing the good
or service are called consumers.
Phase: Explore/Explain
Day 10
Activity:
Exploring fixed and variable expenses.
Materials:
Real bills and
coins.
Handout: 4.11
Red and
Green
crayons or
map colors
What is the teacher doing?
Hold up real bills and coins in your hands for the class to see.
What are the
students
doing?
Say: Class, who knows what I am holding? (money)
What can you do with it? (spend it)
What do you really know about money? (Answers may vary)
Tell the class that today they are going to learn about the power of
money.
Create a KWL chart on chart paper or interactive white board. Use the
prompts listed below to lead discussion. Complete the K and W
sections with your class. Record all students’ ideas whether correct or
21
Completing
the “know”
section aloud
to the teacher.
Unit 5
4th Grade
All Operations
not.
K
What you know
Money
W
What you want to
know
L
What you learned
Money can look
like…..
Money comes
from….
Money can help me
buy things like…
Money can get me
into financial trouble
by….
Money can be saved
and spent.
Tell the students that they will revisit the KWL chart later once they
have learned more about personal financial literacy.
Distribute Handout 4.1-1 to each student. Tell students that they will be
using Reader’s Theater to learn about fixed and variable cost. Assign
the roles of Mr. Cash, a fourth grade teacher, and Buck, one of his
students. Have those students read their parts of activity 1.
After the students read
Ask: Using what Mr. Cash and Buck discussed, what do you think
are fixed expenses?
Allow time for students to discuss what they think might be fixed
expenses and why are they called fixed. Fixed expenses are
expenses that do not change from week to week or from month to
month. They stay the same.
Direct students attention back to activity 4.1-1. Instruct each student to
use a red colored pencil or red crayon and underline all fixed expenses
that Buck mentioned in his discussion with Mr. Cash. An example is
that in Buck’s case, his school lunch is a fixed expense because he
spends $2.00 each day for lunch.
22
Unit 5
All Operations
4th Grade
Ask: Are there expenses that you did not underline? (Answers may
vary)
Which ones? (Possible answers: food for Sparky, snacks, game room,
movies, and bike repair)
Why aren’t they considered fixed expenses? (They are expenses
that change from week to week, or month to month).
Explain why Sparky’s food expense might change from week to
week. (The cost may change if you have a coupon or if there is a sale).
Write the word VARY on the board.
Tell students that expenses that are not fixed expenses vary. These
expenses are called variable expenses. Write variable expenses on the
board.
Ask: What are variable expenses? (Expenses that change from week
to week or month to month. They may or may not occur on a regular
basis).
Explain to students the word “vary” is a synonym for “change”, but not
the money “change”. “Change” as in doesn’t stay the same.
Direct student’s attention back to Activity 4.1-1. Instruct each student to
use a green colored pencil or crayon and underline all of the variable
expenses that Buck mentioned in his discussion with Mr. Cash.
(Students should underline food for Sparky, snacks, game room,
movies, and bike repair in green).
Phase: Explore
Day 11
Materials:
Activity:
Calculating Expenses
Handout:4.1-1
Handout:4.1-2
23
Unit 5
All Operations
What is the teacher doing?
4th Grade
What are the
students
doing?
Ask students to get activity 4.1-1 from the previous day back out.
Begin a discussion recalling information about fixed expenses and
variable expenses. Once students can distinguish the difference
between fixed and variable expenses, distribute activity 4.1-2.
Analyzing
expenses.
Tell students that Mr. Cash asked Buck to create a list of expenses.
Based on this list, have the students determine if the expenses for
Buck are variable or fixed.
In groups of 2-4 have students complete the activity while monitoring to
check for understanding. Have students use the box with equation
outlines to help them convert daily and monthly expenses into weekly
expenses.
Once students have completed the activity, the KWL chart may be
revisited.
Phase: Elaborate
Day 12
Activity:
Comparing fixed expenses with variable expenses.
What is the teacher doing?
Distribute activity 4.1-3 to students and have them use the information
given in the two previous activities to complete the chart on Buck’s
weekly expenses. Direct the students to sort the list into fixed and
variable expenses and write the weekly cost to the right of them.
Students determine the sum of each column and answer the questions
below the chart.
Materials:
Handout:4.1-3
Math Journal
What are the
students
doing?
Completing
handout.
Have students work with a partner to list three examples of fixed
expenses that a responsible adult may have.
In their math journal, have students write a letter to either Buck’s
parents persuading them to increase Buck’s allowance or to Buck
encouraging him to reduce his spending. Tell students that they should
use the terms variable expenses, fixed expenses, and saving in their
letter.
24
Writing in
math journal.
Unit 5
All Operations
Phase: Elaborate
Day 13
4th Grade
Materials:
Activity: Analyzing problem situations.
Receipt paper
(adding
machine
tape)
What is the teacher doing?
Display the following problem for the class to see:
Chris just bought a new car but has found out that there are many
expenses involved with owning a car. He made the following list:
Car Expenses
Gas
Oil changes (every 3 months)
Car washes
Yearly taxes
Seat covers
Radio
Have the students sort the expenses from the list into fixed expenses
and variable expenses.
Have student volunteer share their responses and justify why they
chose to sort them that way.
Display the following and pass out strips of receipt paper.
Chris buys $40.00 worth of gas each month and pays $5.50 each week
for a car wash. Represent and determine the amount of money Chris
spends for his gas and car washes for June and July with a strip
diagram and an equation where a represents the total amount.
-June: 4 weeks
-July: 5 weeks
Monitor for understanding and allow time for students to complete the
activity.
Have students share responses with a partner.
25
Math Journal
What are the
students
doing?
Working out
the problem
individually at
their desk.
Unit 5
All Operations
4th Grade
Phase: Evaluate
Day 14
Materials:
Performance
Assessment
Activity: Performance Assessment
What is the teacher doing?
Mathematics Grade 4 Unit 05 PA 02
Analyze the problem situation(s) described below. Organize and record
your work for each of the following tasks. Using precise mathematical
language, justify and explain each solution process.
1) John loves being a cat owner but is learning that there are many
expenses involved in cat ownership, as can be seen from the list that
he made.
a) Sort the expenses from the list into fixed expenses and variable
expenses.
b) Display your sort in a graphic organizer.
c) Choose one expense from each category and explain why you sorted
them the way that you did.
2) Every month John buys a bag of food for his cat for $25.00. Each
week he also buys 6 cans of cat food for $1.50 each.
a) Represent and determine the amount of money John spends for his
cat’s dry and canned food for January and February with a strip
diagram and an equation where d represents the amount of money he
spends on cat food.


January: 5 weeks
February: 4 weeks
3) John and his sister start a business decorating tote bags to sell. The
profits they make will help them with their pet expenses. They buy tote
bags for $3 each, a package of fabric paints for $14.95, and a set of
paint brushes that cost $9.83. They plan to sell each decorated bag for
$12. After completing 38 bags, they ran out of their first set of paints.
26
What are the
students
doing?
Completing
the
assessment.
Unit 5
All Operations
a) Calculate the profit that John and his sister will make if they sell all
38 tote bags.
b) To sell more bags, John and his sister decide to sell sets of three
bags for $25. Determine the amount of profit they would make if the
sold 11 sets of bags.
Standard(s): 4.1A , 4.1B , 4.1C , 4.1D , 4.1E , 4.1F , 4.1G , 4.4A , 4.4H
, 4.5A , 4.10A , 4.10B
Resources: Texas Credit Union Foundation
27
4th Grade